Teacher's Book Richard Northcott and Derek Strange OXFORDOXFORD (Great Garendon See. Oxford or2 60? ‘Oxford University Pres isa department ofthe University of Oxford [kfurthess the Unrest’ objective ofexcllece in research, scholahlp. and education by publishing worldwide (Oxford New York ‘Auckland Cape Town Dar es Salaam Hong Kong Karachi ‘Kuala Lampur Madrid Melbourne Mexico City Narebt ‘New Delhi Shanghal Tape! Toro With offcesin Argentina Ausra Braz Chile Czech Republic France Grece Guatemala Hungary Tay Japan Poland Portugal Singapore ‘South Koes Switgertand Tiling Turkey Urine Vietarh ‘oxroxp and oxronp ENGtISi are reiteed trade marks of ‘Oxford University Press in the UK and in certain other eountries 989 cation © Derek Suange 2007 edition 6 Oxford University Press ‘The moral rights of the author have boen asserted Datahase right Oxford University Pres (make) Fst published 2007 aon 20112010 2009 2008, woaresaa? Allrighs reserved. No part ofthis publication maybe reproduced. 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(Oxford University Press dla any responsiblity forthe content 60x: 978 ox9 4728.02 Printed in China ‘Musoatonby: Heather Care; Davi Mostyn p96 Captain Shadow image only)Richard Northcott and Derek Strange Teacher's Book Contents Syllabus Introduction Special needs teaching notes Unit 1 teaching notes Unit 2 teaching notes Unit 3 teaching notes Units 1-3 My World and revision notes Unit 4 teaching notes Unit 5 teaching notes Unit 6 teaching notes Units 4-6 My World and revision notes Unit 7 teaching notes Unit 8 teaching notes Unit 9 teaching notes Units 7-8 My World and revision notes Unit 10 teaching notes Unit 11 teaching notes Unit 12 teaching notes Units 10-12 My World and revision notes Unit 13 teaching notes Unit 14 teaching notes Unit 15 teaching notes Units 13-15 My World and revision notes SS BYBN Nexs PPPP DUDE ppupEDD SESY BUNK Neeeoen Festivals teaching notes - Bonfire Night Festivals teaching notes ~ Pancake Day Festivals teaching notes - Christmas Festivals teaching notes ~ Easter lass play teaching notes Reading bank PPP PEED pEED Portfolio teaching notes Test tapescripts and answer key Test 1 Test 2 Test 3 Test 4 Test 5 Portfolio Wordlist SS8BR2828 xyeZoIS 2322 yews PPUPPPPPP DDD OXFORD ‘UNIVERSITY PRESSNew Chatterbox TB2 Language Coverage nn Unit Language (structures) | Topic and vocabulary | Skills and functions 1 Negative imperative: Don’t... | Animals Talking about location Where's... ? Where are Classroom objects (revision) | Giving commands Prepositions: in, on, near, under ‘Adverbs of place: here 2 Is there a... ?Where'’s... ? [Numbers 1-100 Counting Classroom objects (revision) | Giving addresses of places Places in a town (revision) _ in a town 3 an I have ... + plural nouns | Food and shopping [Asking for things Have you got ... ? a bag of, a bottle of, Ive got n) 2 can of, a jar of, a piece of Yes, | have.INo, | haven't. My World | Revision of language Food and recipes. Writing about a favourite dish Food covered in Units 1-3, Doing a survey and drawing a pie chart ‘Making an advert 4 Present continuous: Leisure activities at home [Describing on-going actions She's playing the guitar, _| and outside He isn't reading. They're not playing football. They're playing basketball. 5 Present continuous The seaside [Asking and answering about interrogative [Action verbs Jon-going actions Is she wearing a hat? Specifying direction Yes, she is./No, she isn’t. [and motion Prepositions: across, into, next to, out of, round 6 It’s hot. It’s windy. Its raining.| Names of countries Describing the weather Is it sunny in Spain today? | Holidays [Writing a postcard Yes, it is.INo, it isn’t. My World | Revision of language England, Scotland and Wales |Writing an e-mail on holiday Holidays | covered in Units 4-6 capital city, lake, mountain, river 7 Present simple: / like .. Sports and leisure activities [Talking about likes Idon't like The seasons and weather | and dislikes (first person) Do you like... ? Yes, I do.INo, | don't. What's your favourite... ? 8 Present simple: it eats.... | Wild animals and pets Describing animals He doesn't like milk. Talking about likes and Does she like milk? dislikes (third person) Yes, she does.INo, she doesn't. 9 I ive at ... She lives a Rooms and furniture JAsking for and giving Where do you live? north, south, east, west addresses Where does Ken live? Saying where people are There's .... There are ... in a house My World | Revision of language Canada Describing your city or region Pen-friends [covered in Units 7-9 Tourist attractions Writing to a pen-friend(Yo SSS SS Unit Language (structures) | Topic and vocabulary | Skills and functions 10 ‘Object pronouns: Vocabulary revision (Bingo) | Classifying vocabulary by me, him, her, us, them topic We can’t find her. Ask them. " Present simple for routine | Daily habits Describing daily routines actions: jin the morning, in the Telling the time She gets up late. evening Do you get up late? Playground attractions Yes, | do./No, | don't. Adverbs of frequency: always, never, sometimes, usually What time ... ? 2 Present simple for facts: _| Days of the week Talking about a schoo! On Mondays she has Art | School subjects timetable at eleven o'clock. British café food Describing weekly routines My World | Revision of language School life; after-school __| Writing your school timetable School _| covered in Units 10-12 activities Asking people their opinion (survey) B What month is it? When is | Months of the year ‘Asking for and giving dates (Lucy's birthday)? Ordinal numbers and dates | Talking about special days It on (the fifth of April). _ | New Year celebrations in Present continuous (revision) | different countries Past time adverb: yesterday 4 Past simple of be: wasiwere; | Classroom objects and Talking about the past there wasiwere possessions (revision) Saying where things were Past simple of have: had _| Prepositions of place (revision)} and are Prehistoric animals 5 Revision: wasiwere; had | Parties Remembering a story Computers, e-mails and _| Classifying vocabulary the Internet Review of Pupil’s Book cartoon story ‘My World | Revision of language ‘Australia, Britain, Canada, | Making a poster English- | covered in Units 13-15 New Zealand, the USA Giving information about speaking Festivals and your country world commemorations Festivals | banger, bonfire, Catherine wheel, firework, rocket, Learning about a British Bonfire | sparkler, volcano fireworks party Night Festivals | pancake, bow, frying-pan, half a cup of .... spoon Following a recipe Pancake Day| cook, cover, mix, put, turn Festivals | calendar, Christmas card, cracker, present, star Learning about British Christmas: Christmas celebrations Festivals | butter (verb), golden-brown, hot cross buns, plate, Learning a traditional song Easter toast (verb) for Easter lass Play | Past tense (revision): was’ | barbecue Learning text by heart Max's Magic| werelwasn’tiweren’t; had Acting a role Mobile Using expression and intonationIntroduction General descri New Chatterbox is a three-level course for children of primary school age who are learning English for the first time. There are twelve units in the Starter level and fifteen units in Levels 1 and 2. A Level 2 unit contains materials for three lessons of 45 minutes each, with additional material for extra work in class and for homework. There is also an ‘extra project for each unit in the Photocopy Masters Book in the Teacher's Resource Pack. This provides material for one extra lesson per unit. ‘The components at each level are: Starter - a Pupil’s Book, an Activity Book, 2 Teacher's Book, a CD or cassette and a Resource Pack containing two posters, 80 flashcards and a Photocopy Masters Book. Levels 1 and 2 ~ a Pupil’s Book, an Activity Book, a Teacher's Book, a CD or cassette and a combined Resource Pack containing two posters, 96 flashcards and a Photocopy Masters Book For Level 2. The Pupil’s Book presents new words, grammar structures and functions in imaginative and clear contexts. A continuing adventure story, featuring ace detective, Captain Shadow, and a variety of songs, rhymes and games are used to practise new language in an enjoyable way. ‘The Activity Book consolidates the language points of the Pupil’s Book and can be used in class or for homework. It has follow-up activities for all the Book lessons and a Picture Dictionary at the ‘The Teacher's Book gives step-by-step lesson plans and answers, and extra ideas for classroom activities. At the end of the Teacher's Book there is ‘a Reading Bank for extra reading practice, and an assessment section including five tests and a portfolio of self-assessment acti The Teacher's Resource Pack contains a Photocopy Masters Book with an extra activity for each unit, an extra play, and a poster. Teaching notes for the activities and posters are at the front of the Photocopy Masters Book. New Chatterbox 2 - new features ‘+ New stories and pictures throughout. + Additional cultural material - the ‘My World’ scrapbook - one page after every three units in the PB. In these pages, pupils are guided by their British counterparts through various aspects of British culture appropriate for the age group. Pupils then compare cultures by reviewing aspects of their own culture through the follow-up Activity Book 'My World’ spreads. * Additional revision games after every three units Which provide an extra opportunity for pupils to practise and consolidate the new language learned in the previous three units. ‘+ New Festivals pages about Bonfire Night, Pancake Day, Christmas and Easter. These give pupils an insight into how these festivals are celebrated in Britain and provide an opportunity for cultural comparison as well as creative work. Anew class play - Max’s Magic Mobile. This provides pupils with an opportunity for practising the language they have learned and developing their speaking skills. Additional plays, which may be acted in class, or used with the Oxford Puppet Theatre, can be found in the Photocopy Masters Book. Together these features enable New Chatterbox to offer a package that provides a sound and comprehensive introduction to English. It makes ‘the learning experience more fun and allows teachers to use different teaching approaches. Aims and syllabus The three main aims of New Chatterbox are: « to help pupils understand and use some basic structures of English grammar correctly in 2 variety of purposeful communicative activities + to help pupils develop confidence in listenin: speaking, reading and writing in English, using @ good basic range of vocabulary. ‘+ to make learning English an enjoyable and meaningful experience through an exciting story, songs, rhymes, games and puzzles. ‘The syllabus of New Chatterbox is based on graded structures and vocabulary. Language items have been chosen according to the criteria of frequency, usefulness and simplicity, although some words are ‘occasionally introduced which are specific to @ particular story episode or topic. Each language item is recycled and revised regularly. Closely linked to the structural syllabus is the syllabus of functions and topics, which covers areas of interest within the experience of children. Through interesting topics New Chatterbox systematically develops pupils’ motivation and skills in listening, speaking, reading and writing, Characters in New Chatterbox 2 The story episodes feature twins Bean and Poppy, their friend Woody, and their American cousin Peggy-Sue. The villains of the story are international con-man Dr Rotter and his sisters, Bubble and Squeak. Working with the famous detective Captain Shadow and her dog Pluto, the four children uncover Dr Rotter's plan to cheat the San Francisco Bird Club of $1 million.Introduction Various other characters appear outside the story books. They then practise a short dialogue from age of each unit. The group of children we met _the story which they may act out in class, and do in Level 1 ~ Kate, Ken and Caroline ~ are joined by follow-up comprehension exercises in the Activity ‘two more friends: Karen and Curtis. And finally Book (or these could be set for homework). The ‘there is the green ‘monster’ family of Lucy, with _second part of the lesson is based on the third her mother and father, two brothers, litle sister, __page of the Pupil’s Book unit. This page presents a aunts, uncles and cousins. ew language item and an activity to practise the new language. How to use New Chatterbox 2 Each unit of the Pupil's Book and the Activity Book ~Lesson Three is four pages long. One unit provides work for a minimum of three 45-minute lessons. Lesson One Pupil's Book: Activity Book: fourth page of third and fourth pages the unit of the unit - : The third lesson provides opportunities for pupils Pupil's Book: Activity Book: to consolidate and extend their use of new First page of the unit First page of the unit language through a song, game or a reading The first page of the Pupil’s Book unit presents the _activity. The emphasis here is on using what pupils main new structure and vocabulary for the unit, have already learned in an enjoyable new way. Usually with an accompanying cassette / CD section. The corresponding pages of the Activity Book The new language is then practised in class (pages 3 and 4 of the unit) consolidate the ‘through oral drills and through question and language pupils have learned in that unit, usually answer activities, usually Introduced in the Pupil’ ending with a word puzzle. Book by Ken, Caroline and Kate, shown as ‘talking ‘ ; heads’, The talking heads give model questions and _ The Revision sections which appear after every answers which pupils use to start talking about the three units (after Units 3, 6, 9, 12 and 15) consist of pictures in the Pupil's Book or what they have cultural material presented by British children, who, heard on a recording. pupils can easily identify with, followed by a revision game which reviews and recycles the The first page of the Activity Book unit contains —_janquage of the previous three units. Pupils should Soll ape ceate eli eaiiiogrecercisas > also complete a test and a self-assessment activity co ge a raterasaoes at these points before moving on to the next unit. Lesson Two This is also the point when pupils can use one of the graded Reading Bank texts Basic procedures - stages of the lesson Revision / Warm-up In the warm-up at the start of each lesson pupils use language they already know, often in an activity they have done before: a song or a short Adtivity Book ‘game. The warm-up should last for no more than Secon BADE Sr five minutes of the unit the unit Poskaneaiitin The first part of this lesson is based on the Captain New language is sometimes first presented to ‘Shadow adventure story which appears on the Pupils with their Pupil's Books closed, so that when second page of every Pupil’s Book unit. Pupils listen they do open their books at the beginning of the ‘to the cassette / CD and read the story in their unit some of the words and their meaning areIntroduction already familiar, and interesting language practice can begin more quickly and easily. Presenting new language New words and phrases are usually taught by showing real objects, by drawing simple pictures on the board, using flashcards, or by mime and gesture. Wherever possible, itis best to use real Objects or good pictures to present new words, Many of those presented in New Chatterbox are for objects found in the classroom (e.g, furniture, clothing) or which can easily be brought into class (e.g, small toys). Only use the pupils’ mother tongue to translate words when other methods of explanation are impossible. Whenever a new word is introduced, make sure ‘that pupils know how to pronounce it clearly. Use this procedure: * Say the new word two or three times. *+ Pupils listen and repeat the new word or phrase, first all together and then individually. Story presentation * Before presenting a new episode of the story, summarize what has happened so far by discussing it with pupils in their mother tongue. ‘Ask them to tell you briefly what they remember about previous episodes. * Also before listening to the new story episode, re-teach some of the new words which pupils will need to understand what happens. Use gesture and mime or board drawings to do this. ‘+ Write two listening-task questions on the board. (The teaching notes provide suggestions for these.) The purpose of these questions is to give 2 focus to pupils’ listening, Play the cassette / CD section for the story episode while pupils listen and read the speech bubbles. * Play the story again, then elicit answers to your two questions, *+ After listening to the story, ask additional comprehension questions (see teaching notes) to ensure that language-content and narrative have both been fully understood. Continue with any further activities suggested in the notes, and follow up with the story comprehension exercises in the Activity Book, either in class or for homework. Practice Speaking and listening Drills The aim of speed drills to help pupils learn the pronunciation and patterns of new language. They should be done at a rapid, lively pace. * For new words: hold up or point to objects, pictures, etc, and give a model of the word or sss phrase expected. Pupils repeat in chorus, then individually. Go faster and faster. * For structures: say a cue-word or phrase once or twice. Pupils respond by giving a whole sentence, using the required structure. Again, keep up a rapid pace, ‘+ Use ‘back-chaining’ to build up any longer phrases, e.g 1. Name, 2, Your name, 3. What's your name? ‘Chain drills’ Use the following procedure: ‘+ One pupil makes a statement to the next pupil, e.g. Hello. My name's George. What's your ‘name? The next pupil replies Hello. My name's ‘Mary, and then turns to a third pupil and asks, What's your name? Pupils continue in this way round the class, each pupil in turn adding a new ‘link’ to the chain. Question and answer practice The Ask and answer sections in the Pupil’s Book give opportunities for slightly less controlled practice, based on the pictures on the Pupil's Book page. A model of the questions and answers needed to talk about the pictures is generally presented by Kate, Caroline and Ken *+ Begin by asking the questions yourself and helping pupils to reply. * Gradually get pupils to take over the questioning so that they are asking and answering each ‘other, looking at the pictures for their answers. Pairwork Question and answer practice leads naturally on to pairwork, where pupils ask and answer each other in pairs. Go round checking Pupils’ pronunciation and understanding and helping with ideas. Teacher questions and ‘transfer’ In some lessons more ‘open’ and varied questions are suggested which can be used to ask pupils about what they ‘an see in the pictures on the page or what they have read or heard. They can often also be developed to ask pupils about themselves, their ‘own situation and experience. Such transfer of question and answer practice to the pupils’ own world makes the use of English obviously ‘meaningful for them and is to be included Wherever possible Dialogues Dialogue or role play practice is based ‘on short sections from the story episodes. * Play the relevant part of the story on the ‘cassette / CD. Pupils listen and repeat each phrase first in chorus, then individually. ‘+ Ask one pair of pupils to demonstrate the dialogue together for the others. ‘+ Pupils in pairs practise the dialogue, taking one part each.eee ‘+ When they are ready, one or two pairs read and act out the dialogue for the rest of the class. Reading At each level, New Chatterbox takes a graded approach to reading, so that pupils who are not experienced readers in their mother tongue can cope easily. Illustrations in the Pupil’s Book can be used to support understanding. Pre-teaching of selected unfamiliar vocabulary is also recommended (see teaching notes), though there is no need to teach everything in advance. New words are an important part of reading in any language - even the mother tongue. Encourage pupils to read on beyond the new word and work out meaning from context. Additionally, pupils are now at an age when learner's dictionaries may be recommended, New reading vocabulary is presented largely through listen-and-read use of the story episodes, where the meaning of words is clear from their context and is supported by the pictures. Recognition of new words and their spelling is reinforced through Activity Book exercises, and class games such as board races, Bingo, etc. ‘As pupils’ abilities in reading English develop, so t00 do the variety of topics and the length of the reading passages in New Chatterbox. Exploit these reading pages in the Pupil’s Book by proceeding as follows: * Before reading: pre-teach key vocabulary as necessary and pre-set any questions suggested in lesson notes. * While reading: ask pupils to read silently on their ‘own or aloud in turn round the class, or else to work out passages together in pairs. Choose the approach which best suits a particular class and ‘their mood in a particular lesson. * Go round helping as necessary, but encourage pupils to develop the skill of guessing meanings of unknown words from their context or from clues in the pictures, and not to worry if they do not understand every word. * After reading: check answers with the whole class, especially if a reading page has been completed for homework. Special procedures for specific activities Songs and rhymes ‘The songs and raps in New Chatterbox have all been specially written to focus on specific points of grammar or areas of vocabulary. They are intended 2 fun, lively ways of presenting and then practising new language so that pupils can remember it more easily. Introduc * Play the cassette / CD recording. Pupils first listen with books either open or closed, as you wish. ** Play the cassette / CD once or twice more. Pupils listen and sing along with the song or repeat the rap, following the words in their books. * Encourage pupils to learn the songs and raps by heart for homework. Use them frequently for lesson ‘warm-ups’ or endings, as suggested in the teaching notes. Games In games, pupils are able to practise using their English in the context of lively, meaningful speaking and listening activities in which they can Participate unselfconsciously. A variety of easy-to- manage games are used in Level 2 of New Chatterbox. Before starting to play a class or team game, the following procedures are recommended: * Divide the class into teams. Give each team an English name, e.g, the Lions and the Monkeys. Vary the team names lesson by lesson to practise new words. Write team names on the board for scoring during games. * Choose players. Use a ‘choosing rhyme’ such as ‘the following, to add suspense and pupil- involvement to the process of picking players for lass or team games: Eeny, Meeny, Miney, Mo, Choose a person; off we GO! + The pupil chosen is the one you are pointing at on the word GO! ‘+ Always get pupils to chant with you. Dictations ‘Story-line’ dictations These can be based on small pieces of text from recent story episodes, Such ‘auto-dictations’ can also be planned into any later lesson, as necessary. With their books closed: * Pupils try to fill in missing words from memory by saying the whole sentence to themselves. * Alternatively, pupils can work together in pairs, agreeing on missing words, their spellings, etc. * Pupils check their own dictation by looking back at the relevant section of the story. Picture (‘Picasso’) dictations These can be represented to pupils as ‘drawing games’: + Pupils listen and draw in response to simple instructions. Give each instruction two or three times at near-normal speed and rhythm, See Unit 9, Lesson 3 (TB p. 47). * Go over the ‘dictation’ by getting pupils to listen ‘again and taking turns to draw on the boardIntroduction ‘My World’ activities These pages are intended to promote and develop intercultural awareness by teaching pupils about British culture. They are introduced by three British children who are making a scrapbook showing different aspects of their lives. In the Pupil’s Book the pupils see one of the British children’s scrapbook pages and learn about an aspect of their lives. This is followed up in the Activity Book where Pupils are encouraged to present similar aspects of their own lives and reflect on the similarities and differences between British culture and their own, It's also important to use these pages to develop Pupils’ study skills, e.g, selecting, editing and drafting material before presenting a final written and illustrated version. The tools they will need for these activities are shown in the artwork on the PB ages and with icons after the rubrics on the AB Pages. You should draw their attention to these and ensure that they understand the task, and have the materials they need before they start. Picture Dictionary The picture dictionary at the back of the Activity Book enables pupils to revise new vocabulary. It is organized in lexical sets. Where sets are split across more than one unit (e.g. Days, months and seasons), pupils will need to complete it after studying the last relevant unit (Unit 13, where months are presented). Assessment There are two forms of assessment in New Chatterbox. Firstly, there are tests to enable the teacher to assess what pupils have learned. Secondly, there is a portfolio which contains activities that are designed to encourage pupils to reflect on their own learning (self-assessment). Tests The New Chatterbox Tests at the back of this Teacher's Book provide a simple test of pupils’ reading, writing and listening skills. The tests should bbe used by the teacher to monitor individual Pupils’ progress and to guide future teaching, After every third unit of the course there is a test Which reviews the language of the previous three Units. When setting a test. * Check that all pupils understand what they have to do. Go over the instruction and the example given for each section of the test and demonstrate the task. * Pupils complete the test exercises one by one. Use the results to determine where further teaching and further practice may be necessary - for the whole class or for individuals. Portfolio The photocopiable portfolio pages follow the tests at the back of the Teacher's Book. They are designed to be used by pupils after every three Units, to reflect on what they have achieved and what they can now do in English. If your class did not learn with New Chatterbox 1, you may wish to talk pupils through the tasks in their mother tongue. * Biography - Now I can ... Pupils should look at this page, read the statements and decide which of the things they can now say or do in English. They then colour in the character for that statement. If unsure, they can colour in just the character’s bubble at first and come back to it Next time. By the end of the book they should have all the characters coloured in. ‘+ How's your English now? This page should be looked at after the ‘Now I can ..." page and is designed to help pupils check how they are Progressing in English. They should look at the pictures, say what they represent, and write the word underneath. They should then read the captions under the stars at the bottom of the statements and colour these in according to how they think they are doing. Pupils should be encouraged to record a positive attitude to their learning experience. * Dossier Pupils should use this page to build up a record of all the projects they have done in English and record examples of their best work. + End of year review This extends the biography section and should be used at the end of the year for pupils to look back over the whole year and reflect on what activities they enjoyed doing and what they still need to work onTeaching children with special needs Fast finishers In any class, there are children who work more quickly than the others, The activities below can be used to give ‘fast finishers’ an additional challenge or consolidation activity. Alternatively, you may have children who are capable of learning more than is presented in the Pupil's Book. If you would like to ‘teach more vocabulary, you can use the book illustrations to expand their knowledge. Simply point to extra items in the pictures and say the words. For example, on page 43 you could teach climbing frame and slide. Write them on the board for pupils to copy too. A list of extra words for each unit is given below. U1 behind, between, in front of U2 church, museum, town hall U3 prices: That's fifteen euros, please. U4 doing housework, playing on the computer US build a sandcastle, collect shells, sail my boat ‘U6 = It’s frosty, It’s cloudy, There’s a thunderstorm U7 Jove... Vhate ..., don’t mind .. U8 mammal, reptile U9. attic, cellar, dining-room, garage, hall U10 frisbee, tunnel, tyre U11_ wash my face, go to bed U12_go to church, go to the market U13. swimming pool, snowball, tennis court U14 cupboard U15 Internet, keyboard, mouse Ifyou think that particular children could understand and learn more structures, focus on developing knowledge they already have. For example, as they learn short responses, encourage children to make full sentences. Extra activities for individual children 1 Say a topic or word set to the child, e.g., Animals. The child writes down the number of animals you tell them to, e.g,, eight animals. 2 Ask a child to look around the room and write down as many objects or colours as they can. 3 Tella child to write a list of the items they can name in their bedroom or another room. 4 Write alist of eight objects on a piece of paper and ask the child to draw each item. They can make puzzle drawings for their friends to identify: everyday objects shown from unusual angles. 5 Ask pupils to create additional questions for the exercise they have just completed: gap-fill sentences; “True or false” statements, etc. They can swap notebooks with a friend and complete each ‘other's tasks. Or you can check their work, under +the pretext of trying to complete the task yourself. 6 Pupils choose six sentences from a recent story episode and create a split-sentences puzzle for you (their friends to solve. They split each sentence in ‘two, then write a column of sentence beginnings and a jumbled column of sentence endings. 7 Ask the children to draw and label a picture, e.g. a classroom or a town, and write sentences about it. 8 Ask individual children to make a wordsquare for a friend using six words from a particular page. Make sure the child writes the hidden words to find under the wordsquare. 9 Write a question on a piece of paper, e.g. Can you see a ... ? Have you got a... ? Ask the child to write three more questions of the same type. They can then ask another child the questions they have written. Activities for dyslexic children Dyslexic children have more difficulty than most when trying to recognize, form and order letters. By practising and focusing on problem letters, these difficulties can be overcome. The activities in this section offer ideas on how to help dyslexic children when learning English. Letter challenge Aim To help children distinguish particular letters on their own or at the beginning of words. Tailor the activity to the needs of each child, + Find a page of the Pupil's Book with not much text (e.g. a story page or a song) which includes several words containing the letters that your pupil confuses, e.g. p/d, or b/d. + Ask your pupil to make two lists of words which include the problem letters, e.g. a list for p and a list for d. Do a count yourself first and tell your pupil how many words they need to find for each list. Words which occur more than once on the Pupil's Book page need only be written once, but a word which includes both letters should appear in both lists. If possible, create a simple worksheet with the two target letters written large at the top of each column. Draw as many writing lines as there are words for each list. Point to the letter jm To practise visual letter recognition + You will need a set of alphabet cards. Put some letter cards on the floor or the wall. Say and show the children a letter and ask them to point to the correct card Ordering letters Aim To build words using alphabet cards ‘+ Write a short word on the board, e.g boat or snake. Give a child the same set of letters and ask him or her to put them in the right order. ‘+ When they can do this confidently, say a word, and give the children the letters but do not write the word on the board.SSS ee a ‘© Encourage pairs of pupils to pretend to be Poppy and Bean in the dodgem car and act out the dialogue: P1_ Don't go too slowly, Poppy! Lesson One P2_ No ... where's the accelerator? Language focus Ensure that the word accelerator is understood. ‘Asking about location: Where ...? © After listening, teach the meaning of Don’t... in Preposition of place: at tthe following way. Divide the board into two ‘Adverb of place: here halves with a line down the middle; give instructions to individuals: Write the wordinumber (six) on the board or Draw 2 (face) New words ‘On the board. As the pupil chooses one half of ‘the board to write or draw on, give a negative command: No, George. Don’t write the word Negative commands: Don’t funfair Revision / Warm-up here - write it here. (pointing to the other half « introduce yourself to any new pupils. Say Hello, of the board), Use gesture to reinforce the I'm (Miss) ... and ask their names: What's your meaning of the negative command name? Get pupils you already know to introduce 5 awa Themselves to new pupils in the same way, S© «® Listen again and point to the right picture. that they all begin to know each other «¢ Play the recording. Pupils will hear individual speech bubbles in a jumbled order. They should Presentation (PUPILS BOOK p-1) point to the right picture and speech bubble on fe Books closed. Teach the new question word the page. Where? Ask about pupils in the classroom, Tapescript retending not to see them, eg, /can'tsee Mary/ ont forget you boa: end, oe. Where is she / he? Point to a pupil near you i, Poppy! jean! — Hi, Woody. s Joe, Where eee ookigrelevedt© 7 enettor Foppy! No. where's the find Mary, Joe or whoever: She's / He’s here! 4 How are you? | © Continue the presentation with classroom objects Where's my pen? ... Where's my book? etc. Drill the Ask and answer. Where "7 question-form and here: It’s here. My @ Focus on the children shown at the bottom of vm fine, thanks. Wer ore ete Pupils listen and repeat in chorus. the page. See if pupils remember them from ean ripe plural forms. Pretend you cannot see New Chatterbox ? ‘ask What's herlhis name? ‘two pupils who are actually close to you. Ask (Caroline, Ken) Oi aere Richard and Sue? Find them and say © Read Caroline question Where are the three They're here! Repeat with other pairs and friends? ~ and ask a pupil to reply: They're at the encourage them to point to the pupils you are funfair. Ask Who has got a bike? and see if looking for and say Theyre here. anyone can tell you. (Woody) «Ask pupils to practise asking and answering @ Listen and read. these questions in pairs. ‘© Say Open your books and show page 1. Play the @ Pupils who finish quickly can try to think of three recording. Pupils listen and read. Peere questions about the PB page. Write fe Ask questions about the characters on the page: question openings 7 the board to help them: Win this? Who is Bean's sister? How old is she? Who has got 2... What ‘olouris .. How many ete, Ask Is Woody a girl or a boy? etc. Ask about their clothes: What colour is Poppy's jumper? Practice (Its blue and orange, ete. ‘The ‘Please and Thank you’ game ‘e Present the word funfair. Ask Where are Poppy land Bean?, giving the answer yourself: They're at the funfair, Point to the picture of the funfair in ‘the book and drill the new word. ‘¢ Hold up your book and point to the picture of the children in the dodgems. Ask Where is Poppy? Mime driving and say She's ina .. See if anyone remembers car from New Chatterbox 1- Write the words dodgem car on the board and ‘ask pupils to repeat. « Tell pupils to listen carefully and follow your instructions only when you say please. Use any commands the pupils know: ‘© Give a series of positive commands, each one several times, sometimes using please and Sometimes not, e.g. Stand up, please .. Sit down... Sit down, please. etc. ‘¢ Pupils who respond to the instructions when you have not said please are out. ‘© List some of the instructions on the board.ae © Pupils give each other any of the listed positive ‘commands and then quickly change them into negative commands: Stand up ... No, don’t stand up. Put your hands up. No, don’t put your hands Up. Use gestures and mime to help them with ideas if necessary. Pairwork Pupils continue the same changed commands activity together in pairs. Go round helping as necessary, Reading and writing (activity 800k p.1) 1 Complete the sentences. Choose @ word from the box. ‘© Pupils look at the two pictures and choose words from the box to complete the sentences correctly. Answers 1 There's Woody? ~ Where? | can't see him 2 Where are the dodgem cars? - They're here, Woody. 2 Read and match. Write the letter. ‘© Pupils read the three negative commands and match each with one of the three pictures. They write the letter in the box. Answers AD 2 aa Ending the lesson “What can | see?” © Play ‘What can | see?’ to revise the words for things around the classroom. Say: One, two, three. What can I see? I can see something beginning with ... P. Pupils look for objects beginning with P and make guesses: P Isita pencil? T No, it isn't P Isita pen? T Yes, itis Play several rounds, letting pupils take over as soon as possible, Lesson Two Language focus Describing location: in, on, under, near New words ‘box, chai, powder Look out!, Remember? the news Revision / Warm-up “Find the Pencil’ © Pre-teach the word chair. Remind pupils of the meaning of the words in and on, demonstrating with classroom items: My pen is on my desk. My ‘book is in my bag. My bag is on my chair. etc. cp © One pupil then closes his/her eyes or goes out of the room for a moment while a pencil is hidden ‘on one of the other pupils’ chairs or in one of the pupils’ bags. The ‘finder’ returns and the others ask Where's the pencil? By asking questions, not by searching, the finder must discover exactly where the pencil is hidden. The others can only give short “Yes’ or ‘No’ answers, e.g, Is it on a chair? (No, it isn't, Is it in Mary's bag? (Ves, it is.) © With most classes, it will probably be best to take the role of finder yourself to demonstrate the ‘game. Turn your back on the class and count slowly to ten while the pupils hide the pencil. Story presentation (pupil's BOOK p. 2) © At the funfair © Before listening, tell the class briefly in their own language that they are going to hear the first episode of an exciting new story, featuring Captain Shadow. Pre-teach the word powder. Tell them that a special, secret powder plays an important part in the story. Set two questions for pupils to answer as they listen and read: 1. Where is Doctor Rotter? (in London) 2 Where is the powder? (in a box) ‘© Say Open your books and show page 2. Play the recording, Pupils listen and read. «Play the recording again. Pupils listen and find the answers to the two questions After listening, ask pupils to guess from context and from the pictures what the words box and near must mean. Explain other unfamiliar vocabulary: Look out! ... Remember? .. on the news. Ensure that everyone understands what Woody says in Picture 5, as this is important for the next episode of the story. Story practice © Ask further questions in English about the story and the pictures: Where is the funtair? (in London) What colour is Poppy's dodgem car? (green) Who is sometimes on TV? (Doctor Rotter) How many sisters has Doctor Rotter got? (two) Who has got a box in Picture 5? (Frankie) ‘© Set two or three of these questions for pupils to write answers. © Dialogue Pupils in groups of three read and practise Picture 3 only as a dialogue. © One or two groups act out the dialogue. Story comprehension (Activity 800k p. 2) 3 Read and match. «© Say Close your Pupils Books, please. Pupils look at the frames from the story reproduced on AB p. 2 and decide what each of the people arecD saying. They choose from the speech bubbles below and write the number of the picture beside the correct speech bubble. Play the recording again if pupils need extra help. Answers a3 bs c1d2e4 4 Read the questions. Write the letter. ‘ Pupils read the questions and look for answers in the column on the right. Point out that two of the answers do not belong to any question: they are there to make the exercise more challenging. ‘© Let pupils compare answers in pairs before you bring the class together again and correct the exercise. Answers 1d 2f 3a 4b Se 5 Write two more questions for these answers. The activity should ensure that pupils know who the characters are and understand the story so far. Answers 1 Who are Doctor Rotter’ sisters? 2 Where is the powder? Presentation (Pupils 800K p.3) @ Listen and repeat. ‘¢ Say Open your books and show page 3. Before listening, focus on the animals at the top of the page. Ask What animals can you see? Pupils may remember snake and parrot from New Chatterbox 1. if not, prompt them: Can you see a snake?.... Can you see a parrot? etc. ¢ Play the recording two or three times while pupils follow in their books. Then ask them to Join in with you while you say it. Read the rhyme slowly at first, emphasizing the pairs of rhyming words: fox and box; bear and chair. Use gestures to demonstrate the meaning of the different prepositions. For in the air, you can wave your hands above your head to suggest the parrot fiying away from the fox. ‘© Ask pupils to close their books. They then say the thyme and do the actions along with you. ‘© Ask pupils to open their books again. Point out the pairs of rhyming words. Ask pupils if they can find a third word in the rhyme that has the same sound as bear and chair (ait). ‘* Write other words on the board and ask pupils to tell you words that rhyme with them. Use blackboard drawings, flashcards or mime to prompt ‘them. For example, write egg and point to your leg. Write boy and point to some toy in the classroom. Write tall and draw or show a ball. * You can also create word cards for the individual words. Ask pupils to sit in a circle, then distribute the word cards at random. Ask pupils to read out ‘the word on their card and find the words on. another card that rhymes. ‘Ask and answer. Where are the foxes now? © Focus on the picture of the carousel. Ask How ‘many foxes can you see? (five) Ask about other animals in the picture - Can you see a giraffe? - ‘Show me! — and encourage pupils to point. Revise giraffe, hippo, lion and elephant in this way. © Ask about the different foxes: Where is the blue fox? etc. Use your hand gestures from the rhyme to elicit the different prepositions: The biue fox is ona giraffe. etc. Write the question on the board - Where is the blue fox? - then give pupils ‘a few minutes to ask and answer in pairs about all five foxes. Practice (PUPIL'S BOOK p.3) Play a memory game based on the picture of the ‘carousel. Ask pupils to close their books. Ask Where questions about the position of the foxes in the picture, which pupils try to answer correctly from memory. * Close your own book and ask pupils to open their books again. Pupils ask you Where questions about the picture to test your memory. Read and match. ‘ Pupils read and match the sentence halves to make true sentences about the foxes in the ture. The sentences include adjectives recycled from New Chatterbox 1: tall, fat, hungry, happy. If you think this could confuse your pupils, do the activity collectively with the whole class. Use mime to help pupils understand the adjectives. Answers 41. The red fox isin a safari car 2 The blue foxis on a tall giratte. 3 The yellow fox is on the happy elephant. 4 The green fox is under a hungry lion 5. The white fox is near a fat hippo. Ending the lesson © Give the following short picture dictation. Pupils listen and draw as you read out each section of the dictation twice. Draw a table. / There’s a ball under the table. / There are two boxes on the table. / There's a snake near the boxes, on the table. ‘¢ Read through the whole dictation again for pupils to listen and check their drawings. Then read it section by section and draw the picture on the board for pupils to correct their own work.Lesson Three Language focus Extending vocabulary for places New words tree, tree-house Revision / Warm-up © Play two or three games of ‘What can | see?” with objects in, on, under or near other objects. ‘When each object has been correctly guessed by pupils, ask them to say where itis. Song presentation (PuPiL's BOOK p. 4) ‘© Say Open your books and show page 4. Ask ‘questions about the picture: What animals can ‘you see? How many boysigirls are there? How ‘many bears are there? Where is the elephant? © Use the question-and-answer sequence to teach the words tree and tree-house. Write them on. the board. Establish that the children and the animals are playing Hide and Seek @ Listen and sing. ‘ Play the song while the pupils follow in their books. Do an accompanying mime: on the first verse, search in all directions. Indicate a point right in front of you and a point on the other side of the room to underline the difference between here and there. On the second verse, look at an imaginary tree-house above you and point to the animals. « Play the song again. Encourage the class to join in with the words and the actions. Point out the difference between the two questions, Where is and Where are: one is for asking about just one thing, the other for two or more things. And there are two different answers: There is and There are Read and choose an answer. © The aim of the activity is to develop the skill of reading for specific detail. Do the first question as an example, then give the pupils a few minutes to read quietly on their own. Go round and ask individuals to read one of the questions, then give you the answer. Answers 1 Under the tree. 3 Grey. 5 Ina box, 2 Near a car. 4 In the tree-house. Reading and writing (ACTIVITY 800K pp. 3-4) 6 Read and match. * Pupils look at the picture of the untidy room and then read and match the halves of the sentences below, to describe the position of each object in the picture. ci» ‘Answers There's a guitar on the bed. There's a ball under the table. There are two cars near the doll, on the table. There's a computer on the chair, under the balloons. There are three CDs under the bed. ‘There's a monster doll on the table, near the toy cars. ‘There are two oranges on the floor, near the chair. There's a school bag on the floor, near the bed. 7 Answer the questions. ‘© Pupils answer the four questions, using one of the four prepositions they now know. 8 Where's the bear? Choose in, on, under or near. © Pupils choose one of the two prepositions Answers Ton 2under 3 in 4 near 5 under 6 in 9 Complete the crossword. © Pupils identify the animals in the pictures and use their names to complete the crossword, Answers ‘Across 2 lion 4 snake 7 elephant 8 fox Down 1 giraffe 3 parrot 5 hippo 6 bear Ending the lesson « Practise known positive and negative commands as follows. Ask pupils to give each other different positive and negative commands. As they do so, write them up on the board, e.g. enc ee ee eae oe ier © Ask pupils to read them and say if they are positive (V) or negative (x) @ Clean the board. Say five of the same commands in any jumbled order. Pupils listen and write av or a X for each one, according to whether it is positive or negative. Extra # Project Organize a poster-making project, possibly for homework. Pupils choose one of these two poster captions and design their own poster to illustrate it: Don’t eat chocolates! Eat apples! Don't phone your friend! Write a letter! ‘¢ Tell the pupils that their posters will make a wall display in the classroom or round the school. Be prepared! Bring twenty matchsticks, coins, sweets, ete ‘to the next lesson. @® Lesson One Language focus Numbers: 13-20 Asking about numbers: How many ...? Extending vocabulary for places in a town New words children Materials needed Twenty matchsticks, coins or sweets, etc. ion / Warm-up © Revise the numbers 1-12 by asking pupils to count round the class, forwards and backwards. You could also repeat the Numbers Rap from ‘New Chatterbox 1 (Unit 3). Do a numbers dictation. Dictate five random numbers between 1 and 12. Pupils write the sequence of five figures. Check the activity by asking a pupil to come and write the numbers on the board. Presentation (PUPIL’s BOOK p. 5) * Books closed. Use sets of twenty small objects (matchsticks, coins, sweets, etc.) to present the numbers from 13 to 20. Count the twenty matchsticks out into a pile on the front desk, clearly saying each number from 13 onwards twice. Count them out again. Pupils listen and repeat each number after you, Do the same with the sets of other small objects. Pupils listen and repeat the numbers each time. Write the figures (not the words) 13-20 across ‘the board, with pupils chanting together as you write. Ask individual pupils to say the numbers in sequence as you point to each figure in turn. Then point to numbers at random and ask individuals to say the number. © Listen, repeat and clap your hands. * Say Open your books and show page 5. Pupils listen to the clapping chant and read the numbers in their PBs, The chant is then repeated ‘on the tape. Pupils join in, chanting the numbers and clapping at the same time, Focus on spelling. Point out that numbers from 13 to 19 all end in teen (= ten). Most of them are made up of the one-digit number + -teen, eg. four + -teen = fourteen. Thirteen and fifteen are slightly irregular, and eighteen has only one Practice (PUPILS BOOK p.5) Look at the pictures. Find seven differences. © Revise names for classroom objects by asking Pupils to hold up different items: Show me a pencil. etc. Then hold up items and elicit the name in English: What's this? ... Is it a book? Reactivate these words: bag, ball, book, CD, chair, crayon, notebook, pencil, rubber, ruler. Focus on the two photos of the classroom. Read the rubric and ensure that everyone understands ‘the task. Give pupils a few minutes to look at the pictures quietly. Go round and ask different pupils Can you see a difference? They are likely to point at details and say, for example, twenty pencils. Model the full sentence ~ There are twenty pencils - and ask the pupil to repeat. ‘Some pupils may notice that there are more letters of the ABC on the board in Picture A. Help them to say There are nineteen letters of the ABC. Working with the whole class again, invite individuals to describe the differences between the pictures. They can point and say a sentence beginning There are ... Then ask another pupil to make a similar sentence about the other picture: Look at Picture A. How many pencils are there? Answer the questions. © Do the first one or two questions with the whole class, eliciting full sentences beginning There are ... Then let pupils work in pairs, taking turns to ask a question. Go through the exercise again with the whole lass, Invite different individuals to ask and answer each question. Answers T seventeen 3 fourteen 5 twenty 2 thirteen —@ thirteen’ 6 sixteen Practise saying the alphabet around the class. See if any pupils remember the a... b... ¢...d song from New Chatterbox 1 “© Now listen and answer Yes or No. «Play the recording right through once, Pupils listen. ‘* Play the recording again. Pause after each of the statements. Pupils listen to each statement, look at the picture and count to answer Yes or No, depending on whether the statement is rue or not. Answers 1 No, seventeen 2 Yes. Tapescript 1 There are fifteen bolls in Picture 8 2. There are sixteen notebooks in Picture 8. 3 There are fifteen CDs in Picture 8 4 ‘There are thirteen pencils in Picture A 5 There are seventeen letters of the ABC in Picture A 6 There are fourteen Chatterbox books in Picture A 3 Yes, 4 Yes, 5 No, nineteen, 6 No, fifteen,Reading and writing (activity 800k p. 5) 1 How many? Write the answers. ‘© Pupils count the dots on the dominoes and add ‘them together to give the answer each time. Answers 1 nineteen 2 twelve 3 nineteen 4 twenty 5 fifteen 6 eighteen 2 How many? Write the answers. © Pupils answer the questions by looking at the pictures and counting, Answers Teighteen 2 fifteen 3 thirteen 4 sixteen Ending the lesson Numbers Race © Pupils chant the numbers from 13 to 20. As they do so, write them on the board, in random order. © Divide the class into two teams. Call out one player from each team. Give a piece of chalk to ‘each one. Explain that they are going to have a Numbers Race. © Call out any of the numbers at random. The two players race to find the number on the board. ‘One team draws a cross through the number if they find it first: the other team draws a circle round the number. © After every two or three numbers, two new players come out and take over the race. © Have two or three races, if there is time ‘Fizz-Buzz’ ‘© Teach pupils the mathematical game of ‘Fizz-Buzz’ Pupils start counting in sequence round the class: ‘One. Two. Three. Four. etc,, but they must never say the numbers 5 or 7, nor any number which has a5 or a7 in it (15, 17), nor any number which can be divided by 5 or 7 (10, 14, 15, 20) Instead of five or any of the ‘S-numbers’, pupils have to say Fizz. Instead of 7 or any of the '7 numbers’, they have to say Buzz. © The sequence up to 20 should therefore be as follows: 1, 2, 3, 4, Fizz, 6, Buzz, 8, 9, Fizz, 11, 12, 13, Buzz, Fizz, 16, Buzz, 18,19, Fizz. © Play one round quite slowly first to let pupils get used to the idea, and then go faster and faster. Join in the game with pupils. © Aplayer who makes a mistake is out of that round. Lesson Two Language focus Numbers: 21-29 and 30-100 Further prepositions of place and motion New words famous, rare con-man, cinema, cockatoo Revision / Warm-up © Revise the numbers 13-20 by repeating the clapping chant from Lesson 1 (PB p. 5). Story presentation (pupil's 800K p. 6) ‘© More about Doctor Rotter © The story so far: Poppy, Bean and Woody literally bump into Dr Rotter and his twin sisters when they are all driving dodgem cars at a London funfair. Poppy recognizes Dr Rotter from the TV news. Later the friends see a furtive stranger, Frankie, hand the Doctor a small box. Could this box contain the ‘powder’ they heard hhim mention to his sisters? © Before listening, pre-teach cockatoo - an important word for the story. Bring in a photo of 2 cockatoo or show your class the cockatoo on PB p. 33. Tell them that the story is about a rare bird: the golden cockatoo. @ Set two questions for pupils to answer as they listen and read 1 Who is Luke? (Captain Shadow’s computer) 2 Where is the golden cockatoo from? (Austr «Say Open your books and show page 6. Play the recording. Pupils listen and read. ¢ Play the recording again. Pupils listen and find the answers to the two questions. «After listening, help pupils to guess from the context what the words rare (Picture 4) and famous (Picture 5) mean. See if pupils can give examples of some real rare animals and some actual famous people. Clarify other unfamiliar vocabulary (e.g. con-man), using translation where necessary. Story practice (PuPIL's BOOK p. 6) ‘© Ask further questions about the story and the pictures: How many people can you see in Picture 1? (seven) Where is the policeman in Picture 1? (near Doctor Rotter and his sisters) Where is Luke in Picture 3? (New York) What colour are the taxis in London? (black) «Set two or three of the questions for pupils to write answer Dialogue Pupils in pairs practise Picture 6 only as 2 dialogue. Go round listening and helping. # One or two pairs act out the dialogue. Story comprehension (activity 800K p. 6) 3 Read and match. ‘© Pupils read the sentences in the speech bubbles on the left and match them with the replies on the right. Ask them to do the exercise without looking at the cartoon story in the PB.cD ‘© Check the activity by playing the recording again. Pupil listen to see if they remembered the dialogue correctly Answers 1d 2c 3e fa 5b 4 Answer the questions. © Allow pupils to refer to the story in order to answer the questions. Tell them that all the answers are to be found in things that characters say in the story. The aim is to encourage pupils to ‘mine’ the text for specific information. The answers to the questions also sum up key points in this episode of the story. Answers 1 They're in New York. 2 They're at a meeting of international detectives. "3 Its a very rare bird from Australia, 4 He's a famous con-man. Presentation (PuPIUs 800K p. 7) © Ask the pupils to close their books. Tell pupils that they are going to learn to count all the way to 100 in English. First, teach the numbers from 21 to 29. Count up to 20 then continue from 21 to 29, right through once. ‘© Say the numbers 21-29 again. Pupils listen and repeat all together. © Write the figures (not the words) 21-29 across the board, with pupils chanting together as you write. Ask individual pupils to say the numbers in sequence as you point to each figure in turn, Then point to numbers at random and ask individuals to say them. © Write the word for each of the figures on the board and show how simply they are made, using a hyphen: twenty-one, twenty-two, etc. © Listen and repeat. ‘© Say Open your books and show page 7. Play the recording. Pupils listen to the numbers in tens from 30 to 100. The numbers are then repeated on the tape, with a pause after each one. Pupils listen and repeat each number in the pauses. © Chant from 30 to 100, all together, once or twice more, then point out the spellings of some of the new numbers: thirteen - thirty, fifteen - fifty but fourteen - forty. ‘© Write up the numbers from 31 to 39 on the board in sequence, saying each one as you do so, to show that they are made up in exactly the same way as the numbers from 21 to 29. Point to any of the numbers on the board and ask What's this number? Write up various other numbers between 21 and 100 and ask pupils to work out how to say them in English. Then ask individuals to come out and write the words next to the new numbers. ® Listen and match. © Explain briefly in the pupils’ own language that Caroline and Ken are going to show them how to give the address of a place in a town, in English, © Focus on the map and the pictures of places ina town. Give the letters of the various shops, ete. and ask pupils to give you the name, e.g. T What's‘e'?_P The toy shop. Drill unfamiliar vocabulary, such as cinema, * Focus on the picture of Caroline and Ken. Play the first sentence of the recording and ask pupils to repeat. Point out that British street names often end with the words Street or Road. ¢ Ask pupils to listen to Caroline and Ken and then: find the numbers of the rest of the places shown on PB p. 7. They can draw pencil lines in their books or write the letters a-j in their notebooks and write the street numbers next to them. © Correct the activity. Ask, for example, Where is the pet shop? Encourage pupils to reply in whole sentences: Its at number 88 Park Road, For variety, put the question in a different way: What's at 47 School Street? (the bank). Answers 2 36 School Street b 47 School street © 55 School street 28 River Road 9.99 Park Road hh 43 School Street _53 School Street i 32 School Street @ 41 River Road i 88 Park Road Tapescript ‘1 Man Where's the school, please? Kate It's at number 32 School Street. Man Thank you. 2 Woman Is there a bank here, dear? Kate Yes. It's at number 47 School Street. Woman Thank you, dear. 3 Man — Where's the café, please? Ken There's a café at number 53 School Street. Man — Thank you. 4 Man Er, and is there a pet shop here, too? Ken Yes. it's in Park Road ~ at number 88, Man Thank you very much 5 Woman Is there a cinema here, please? Kate Yes, there is It's at number 43 School street. ‘Woman Thank you. 6 Man Is the donut factory in School Street? Kate No, it isn't. ts in River Road ~ at number 28 Man Thank you. 7 Man Where's the supermarket, please? Caroline It’s at number 55 School Street. 8 Man Thank you. And is there a computer shop here, too? Caroline Yes. It’ in Park Road — at number 99, ‘Man Thank you very much. 9 Woman Js there a bookshop here, please? Kate Yes, there is t's at number 36 School Street. Woman Thank you. 10 Woman Is the toy shop in School Street? Kate No, it isn't. Its in River Road — at number 41 Woman Thank you,Look at the map. Ask and answer. ‘© Choose a girl to be Caroline. Ask the class to look at the dialogue, ask ‘Caroline’ Is there a cinema here, please? Encourage her to read the reply. Continue asking about other places, addressing your questions to other pupils. © On the board, show the two ways of asking where places are: Is there a cinema here, please? Where's the cinema, please? and how to reply: it's at number 43 School Street. Ending the lesson © Set some sums with the numbers in tens from ten to a hundred: What is 60 and 40? etc. Lesson Three Language focus Further numbers practice: 1-100 New words crazy, counting, flag Revision / Warm-up © Start a counting chain round the class and try to continue it unbroken from 1 to 100, if possible. Song presentation (pupil's BOOK p.8) © Focus on the title of the rap: Crazy counting. Explain that Lucy and her monster friends can’t count and their sums are all wrong. Teach crazy as meaning ‘nonsense’ or ‘confused’ in this context. ® Listen and repeat. ¢ Play the rap two or three times, encouraging the class to join in © Ensure that everyone understands why the monsters’ sums are incorrect. Go through the sums in the rap and elicit the right answers: What is 6 and 6? (twelve) etc. Play Bingo. ‘© Pupils draw a five-square grid in their notebooks similar to Ken’s in the PB. For the first game, Pupils play as if they were Ken, using his numbers. The teacher takes the role of caller, as Kate is doing in the PB. Call out numbers at random from the numbers listed, excluding 40 and 80 which have already been called. Pupils cross out their numbers as they hear them called. The first pupil to cross out all five numbers calls Bingo! and is the winner - though they must read back the five numbers on their grid fist. @ In Game 1, where the whole class is playing with the same numbers, everyone should in theory call out Bingo! simultaneously. © In Games 2 and 3, the pupils’ choice is not restricted to round numbers. Play once with you 5 aD as caller, then let a pupil take a turn at calling out numbers. Pupils can also play in small groups. 1g and writing (ACTIVITY 800K pp. 7-8) Match and write the numbers. Pupils follow the tangled lines to find the street number of the different shops etc. They complete the sentence with the street number. Correct the activity orally, asking pupils to read out the whole sentence. Then reverse the activity by asking other pupils What's at number 23? etc. Answers 1 nineteen 2 ninety-five 3 thirty-six 4 sixty-four 5 eighty-eight 6 twenty-three Count and answer. Let the pupils read the questions for themselves and write the answers. They could also work in pairs. Go round and monitor their work, helping where necessary. Answers 1 fiftytwo 2 one hundred 3 seventy-eight Write the answers. Pupils can work silently on their own, or take turns to read the questions to each other and solve them, working in pairs. Answers 1 seventy-eight 3 one hundred 5 sixty-five 2 thirty-two 4 fifty Find the numbers. Complete the puzzle. Pupils find the right numbers to complete the sums from left to right and from top to bottom, to give the right answers both ways. Answers td Sea Ending the lesson . Draw a wall of bricks on the board and write a sequence of numbers in the first four bricks from the left: 3, 6, 9, 12.... Leave the last two bricks to the right of this sequence empty. The pupils have to complete the sequences orally in English: fifteen and eighteen. Play again with different number sequences. Round off the lesson by chanting the Crazy counting rap again @ Lesson One Language focus Numbers and countable nouns Polite requests: Can I have ..., please? Have you got ...? Yes, Ihave. No, | haven't. New words sweet shop licorice, lollipop, chocolate chip cookies rabbits, spiders, worms toothbrush, toothpaste fresh Revision / Warm-up © Warm up with the Crazy counting rap (PB p. 8) or with a couple of games of Bingo. If possible, let one of the pupils be the caller. Play the ‘Fizz-Buzz’ counting game using numbers from 1 to 20 and as far as possible beyond that. Beyond 20 the sequence will be: Buzz, 22, 23, 24, Fizz, 26, Buzz, Buzz, 29, Fizz, 31, 32, 33, 34, Fizz-Buzz (they can give either or both here), 36, Buzz, 38, 39, Fizz, 41, Buzz, 43, 44, Fizz, 46, Buzz, 48, Buzz, Fizz... Presentation (PUPIL'S BOOK p. 9) ‘© Say Open your books at page 9. Focus on the picture and ask Who can you see? (Lucy) Where is she? (In a shop) Say She's in a sweet shop. Drill the expression sweet shop and focus on the title at the top of the page so pupils can see how sweet shop is written. ‘© Ask What can you see in the shop? and invite pupils to name anything they can see. Focus on Lugy's strange purchases arranged on the counter and ask What's Lucy got? Encourage pupils to count and name the different items: two donuts, six elephants, four spiders, three dinosaurs. Ensure that they pronounce the ~5 at the end of the nouns. For each item, ask What colour are they? @ Listen and point. © Say Let's listen to Lucy. Listen and point to her sweets. Play the recording and check that pupils are pointing to the correct items. Be ready to pause the machine to allow them to catch up if necessary. © Play the recording again. Pause after Lucy's different requests and ask pupils to repeat. Explain unfamiliar vocabulary, e.g. licorice; two fresh worms. If possible, use real sweets to demonstrate Tapescript ‘Sam Hello, Lucy. Can |help you? Lucy Yes, please, Sam. Can | have ... mmm .. six chocolate elephants, please? Six chocolate elephants ~ right! Can t have four licorice spiders, please? Licorice spiders ~ one ... two ... three ‘And two donuts, please, Sam. ‘Two donuts - one ... two. Then can | have three peppermint dinosaurs, please? Peppermint dinosaurs. OK! ‘And can | have two fresh worms for Herman and Shep, please? Two fresh worms. Here you are. Thank you, Sam. Bye, Bye, Lucy. ‘sam Lucy Sam Lucy Sam Lucy four Sam Lucy Lucy sam Practice «© Practise the question Can I have substitution drill as follows: T Can have two donuts, please? Repeat Ps Can | have two donuts, please? T Three. Ps Can Ihave three donuts, please? T Worms Ps Can have three worms, please? © Continue, substituting other purchases: lollipops, ‘elephants, dinosaurs, etc. and other numbers. Elicit responses from the class as a whole and from individuals. Follow an individual response with a signal to the whole class to repeat. © If pupils are unfamiliar with this kind of drilling ‘they may be slow to respond at first. However, once you have established the technique, you may Use it to practise all sorts of different structures. _ with a Listen again and write numbers in five boxes. ‘© Focus on the eight pictures and say Look at Lucy's sweets. Play listening 12 again and ask pupils to number the items in the order they hear them. Lucy mentions only five of the eight choices shown. The three remaining items ~ the things she doesn’t buy — will provide cues for the negative answers in the next activity. ‘Answers 3— two donuts; 1 -six chocolate elephants; 5 - two fresh worms; 0 — four tomato lollipops; 2— four licorice spiders; 0 - three licorice snakes; 0 - five chocolate chip cookies; 4 three peppermint dinosaurs ‘Ask and answer, © Explain briefly: Lucy is at home now. She's with Shep and Herman. She's got their sweets. Ask Who wants to be Lucy? and select a volunteer. ‘Take the roles of Shep and Herman yourself and ask the questions. Encourage Lucy to use anatural, flowing intonation on the two short- form answers: Yes, | have and No, I haven't. © Pupils practise the dialogue in groups of three. Shep and Herman should ask Lucy about the other items shown in the ‘Listen and number’ activity to elicit positive and negative answers from Lucy: Yes, | have and No, | haven't. Invite groups to perform for the rest of the class Discussion ‘© Ask pupils Do you like sweets? ... Are sweets good for your teeth? Use mime and gesture to Underline meaning. ¢ Teach the words toothbrush and toothpaste. Drill pronunciation and write the words on the board. ‘Ask Have you got a toothbrush? What colour is it? @ Use questions in the pupils’ own language as a basis for a discussion about tooth care: ‘When do you clean your teeth? How many times a day? Why is it important to brush your teeth?” Consider the best way of brushing your teeth: not hurrying, cleaning behind the teeth, using different brushstrokes, etc. ‘© Pupils could design simple posters with slogans in English: Sweets are bad for your teeth or Clean teeth are healthy teeth. Don't forget your teeth tonight! Reading and writing (activity 800k p. 9) 1 Look at Lucy's sweets. Complete the sentences. Pupils refer to the pictures to complete Lucy's sentences about the sweets she has bought. With weaker classes, you may want to go through the activity orally and show real sweets at appropriate times before pupils complete it quietly on their own. Answers 1 I've got three donuts. 2 I've got five chocolate chip cookies. 3 I've got six licorice spiders, 4 I've got two chocolate rabbits. 5 I've got four worms. 2 Find four words for sweets. Pupils look at the words in the box and circle four words for sweets. Early finishers can make their own word snakes for their friends to solve, Using - for example - four words for animals mixed in with six words for classroom objects. Answers chocolate, lalipop, peppermint, licorice Other words: snake, tiger, dinosaur, panda, whale, eal Ending the lesson ‘Set up a chain round the class, based on Can | have ... ? The first pupil in the chain makes a request: Can | have six apples, please? The next pupil repeats that request and adds to it: Can / have six apples and two oranges, please? Pupils in turn repeat the whole chain and add another cD item to it: Can I have six apples, two oranges, one banana, four eggs, three tomatoes ... etc., please? Be prepared! For Lesson 2 it will help to have a shopping list (the precise content of the list is unimportant) and a shopping bag with certain groceries. See ‘Materials needed’, below. Lesson Two Language focus Talking about small quantities: a bottle of etc He's got .... He hasn't got . We've got ..., We haven''t got ... New words a bottle of, a can of, a jar of, a packet of, a piece of, a bag of butter, milk, honey, soup, sugar, shopping list hotel, station, ticket Don't forget to Materials needed Handwritten shopping list; shopping bag containing a bottle of milk or water, a bag of suger, a piece of sausage, a jar of honey, a can of soup Sheet or large piece of card to serve asa screen Revision / Warm-up ‘© Repeat the substitution drill from Lesson 1 (‘Practice’) to practise Can | have ... ? © Practise questions beginning Have you got ‘Ask about classroom abjects (Have you got a ruler?), family members (Have you got a brother?) and pets (Have you got a dog?). Elicit short-form answers: Yes, / have or No, | haven't. © Ask the pupil who has just answered to repeat your question to another pupil: Ask (Peter) Story presentation (PUPIL'S BOOK p. 10) ® Secret powder © The story so far: Poppy, Bean and Woody are following the famous con-man, Dr Rotter, and his sisters Bubble and Squeak. They saw Dr Rotter accept a packet of powder from a suspicious-looking man at the funfair. And they heard Dr Rotter mention the golden cockatoo - a rare bird from Australia. On the line from New York, Captain Shadow tells Bean to watch Dr Rotter. Poppy, Bean and Woody follow the crooks back to their hotel in central London © Before listening, pre-teach the words ticket, station and hotel. See if the pupils remember boat from New Chatterbox 1 @Say Open your books at page 10. Ask pupils to listen to the story and find the answers to these questions: Who has got the powder? (Squeak) Where is Doctor Rotter going next? (New York) Write the questions on the board. Use translation if necessary to ensure that everyone understands. Play the recording. Pupils listen and read. Play it again and pause the machine for pupils to repeat after each speaker, Clarify any unfamiliar language. © After listening, elicit answers to the two pre- listening questions. © If pupils notice Squeak’s remark about Woody in Picture 4 (He was near our hotel this morning too!), explain briefly that was is the past tense of is and that they will learn more about this later. Squeak uses was because she is talking about what happened earlier on today. ‘Story practice (PuPIL’S BOOK p. 10) © Dialogue In pairs, pupils read and practise the dialogue between Poppy and Bean in Picture 6. Monitor for good pronunciation and intonation. © One or two pairs act out the dialogue. WNoTE In this episode of the story we see a typical London taxi, from the outside and from within, This may offer scope for cultural comparison and project work, particularly if you are teaching children in a large city, LONDON TAXIS Dr Rotter and his sisters take a typical London taxi or ‘black cab’. Black cabs are big vehicles ‘and can take up to five passengers, with luggage. Two passengers can sit on fold-seats with their back to the ‘driver, as we see Bubble do in Picture 4. The driver is separated from the passengers by a glass screen, but can speak to them through an intercom. ‘To become a black-cab driver you must pass a difficult exam on the streets of London. Preparing for and taking ‘this test is known as ‘doing the knowledge’. Story comprehension (Activity BOOK p. 10) 3 Who says this? Write the name. © Without referring to the cartoon story, pupils. read the lines of dialogue and try to remember who spoke them. They write the speaker's name beside the speech bubble. Answers 1 Doctor Rotter 3 Bubble 5 Woody 2 Woody 4 Doctor Rotter, 4 Read and answer: True (T) or False (F)? ‘© Pupils use their understanding of the dialogues and their memory of the story to decide if the four statements are true or false. Answers, Taine’ BicAd: @ Presentation ‘© Hold up the shopping list you have brought in and teach the expression shopping list. Ask pupils to repeat it after you. Write shopping list on the board. © Use the real items in your shopping bag to teach the expressions for small containers and quantities. Take each item from your bag, place it on your desk where everyone can see it and say I've got a bag of sugar. I've got a bottle of water. etc. Pupils repeat after you. © Ask different individuals to come to the front and point to the different items as you name them. Then elicit the names by holding up different items and asking What is it? Reading (PUPIL’S BOOK p. 11) ‘© Say Open your books at page 11. Read the title - ‘Mum's shopping list ~ and ensure it is understood. Say Herman is doing the shopping for his mum. He's got the ls © Listen. Tick the six things on Mum's list. # Read out what Mum says, sentence by sentence, and ask individuals to repeat. Ask pupils Can Herman remember everything? Is he good at shopping? What do you think? «© Say Listen to Herman's mum. There are six things on the list. What are they? Pupils listen to the recording, look at the ten items on PB p. 11 and identify the six which are listed by Herman's mum, Play the recording once or twice more if necessary. Ask pupils to make a list in their notebook or on a loose sheet of paper. They should write the title - Shopping list - then list the six items. Insist on full answers: a bottle of milk, not just ‘milk’. © Check the answers with the whole class. Tapescript Mum Here's the shopping list, Herman. Read it carefully. A bottle of milk, a packet of butter, six eggs, a jar of honey, a piece of cheese and a bag of sugar. OK, can you remember all that? Don't forget the sugar. Herman OK, Mum. Bye. Answers a bottle of milk, a packet of butter, six eggs, a jar of honey, a piece of cheese, a bag of sugar Look at Herman's basket. What is missing from ‘Mum's list? © Read the activity title aloud. Ensure everyone understands that Herman has forgotten something from the list. Ask pupils to compare the objects they ticked to the contents of the basket, and find the missing ite. Answer “But he hasn't got the bag of sugar!”Play a game: Can you remember? ¢ Read aloud the instructions for the game. Use translation if necessary to ensure full understanding. Circulate and listen. if pupils are in difficulty, write gapped clues for them on a piece of paper,e.g.ap____ofs______for a piece of sausage. Ending the lesson © Use the real shopping items to play What's missing? Ask a pupil to hold a sheet or large piece of card in front of your desk. Behind the sheet, remove one item and re-arrange the rest. ‘Ask your helper to take away the sheet, then ask the rest of the class What's missing? © Let volunteer pairs come to the front: one pupil to hold the sheet and one to remove an item from your shopping. Encourage the others to make sentences beginning He or She hasn’t got the ... and name the missing iter Lesson Three Language focus Consolidation and extension of vocabulary Have you got New words friendly, a great big ..., sunshine in your hand, in your bag, at home Revision / Warm-up ‘© Play a few rounds of Spelling Shark (see New Chatterbox 1, TB p. 15) with any of the new food or containers words from PB pp. 9 and 11 ‘© Use the food and containers words from PB p. 11 for a speed drill: T Sugar. P1_ A bag of suger. P2_Can | have a bag of sugar, please? Reading and writing (Activity BOOK p. 11) 5 Look at Shep’s basket. Circle the right answer. ‘© Pupils who finish quickly can check their answers in pairs by reading the sentences aloud to each other and seeing if they agree. Answers 1 piece 2 bottle 3 bottles 6 jar 7 packet 8 bag A two 5 three 6 What's this? © Pupils identify the items and complete the sentences. Answers 1 It'sa.can of soup. 2 It's bottle of water. 3 It’s a packet of peppermints. 4 It’s a piece of sausage. ap Song presentation (PUPIL's 800K p. 12) # Say Open your books at page 12. Focus on the picture that accompanies the song and ask Who an you see? Where are they? What can you see? Elicit phrases that include a quantity: a can of worms, a jar of jam, a piece of cake. Tell the class that the magiclooking bottle is a bottle of sunshine. Use blackboard drawings to help understanding. ‘* Point to Sam and say This is the man in the sweet shop. His name's Sam. @ Listen and sing. * Play the recording two or three times, encouraging pupils to sing along as soon as possible. ‘© Explain any unfamiliar words or expressions, e.g friendly. Tell the class that great means the same thing as big, and great big means really big, Look and say. What is it? © Let pupils work in pairs for a few minutes to try to identify the six mystery objects in the photos. Tell them that all the answers are expressions with of, like a jar of jam etc. You may want to ask pupils to write their answers so that you can circulate, check and correct. © Check the activity with the whole class. Answers 1 ajar of honey 2 2 bottle of lemonade 3 a packet of sweets 4 a piece of cake 5 a bottle of water 6 acanot soup Practice Transfer Practise asking and answering questions beginning Have you got ... e.g. Have you got a sister? Have you got a cat? Add the expressions in your bag e.g. Have you got a book in your bag? and at home e.g. Have you got a guitar at home? Insist on short-form answers: Yes, | have or No, { haven't. As usual, ask pupils to put the same question to their friends once they have answered it themselves: Ask Paula etc. Use a substitution drill for further practice. Explain that you want the class to ask a question with the new words you give them: Have you got a pencil in your bag? ... a ruler ... a bottle of water ... a piece of cake ... a snake etc. Answer each question yourself (Yes, | have or No, | haven't) so that pupils feel they are asking the questions to some purpose. Reading and writing (activity 800K p. 12) 7 Answer the questions about you. Pupils answer the questions by writing Yes, / have or No, | haven't. While they work, circulate and ask the questions to individual pupils or pairs, covering their books for a moment.